第一篇：初三英語教學設計

＜＜英語新標準＞＞初中三年級上冊

Moudle 2 Great books

Unit 1 Confucius’works are read by many people

一 教材分析

本單元所處的地位

Unit1 是本模塊的第一課時，聽說課．根據新標準英語教材的安排，每模塊的每一單元為聽說課訓練，以培養學生的聽說 能力為主，兼顧讀寫包括詞匯，語法語音學習活動，了解信息，豐富知識獲得樂趣，培養和發展聽說技能．

本單元的主要教學內容以談論中外偉人和他們的著作為話題，要求學生聽懂 讀懂有關評價名著的對話 同時正確掌握被動的結構，以及一般現在時的被動語態！

二，教學目標

（1）語言知識目標

a.能正確掌握以下單詞workinfluencerespect wise literature monthlyas far asnot any moremillions ofbe known as /for等．

Shakespear’s works are seen by millions of people every year.b 句型

M arkTwain was an important writer ,but he isn’t known as a great thinker like Confucius.Confucius works are read by people today and we’restill infuencud by his thoughts．

C 一般現在時被動語態．

（2）語言技能的訓練，聽，通過聽進行單詞和圖片的配對．

說：談論最喜愛的書，戲劇，作家，思想家．

（３）情感目標的培養學生閱讀習慣，提高知識文化素養

（4）文化意識目標

了解中文著名的作家，思想家 詩人他們的作品．

三 學情分析

初三學生已經掌握了一定的詞匯和語法具有一定的聽說能力理解能力和表達 能力他們對黃斑教學中各種活動形式比較適應，習慣參加課堂活動但在課堂活動中可能出現消極依賴的情緒，因此，師生，生生之間的交流需要進一步的加強，再者，談論書，作家思想家是學生感興趣的話題，本模塊學習正是通過這個話題的討論，學習瓶掌握一般現在時被 動語態的肯定句，否定句，一般 疑問句和特殊疑問句．

四 設計理念

初中英語課堂提倡的是學生主動參與樂與探究愛動手，培養學生搜集和處理信息的能力，獲取新知識的能力分析和解決問題的能力以及交流和合作的能力 在課堂教學中以培養學生的創新的精神實踐能力為重點，以提高學生的整體素質，著重培養學生學生語言運用的能力為目的，獲得自主學習的能力，使他們的聽說技能得到均衡的發民最終形成能力學會學習． 五，教學策略

合作學習的策略

師生合作：老師引導學生，學生跟隨老師去聽說并總結知識結構．

生生合作：學生自由組隊，自主討論，分工合作

六 教學過程

第二篇：初三英語教學設計

Unit 1 How can we become good learners?

Section A 1(1a-2d)2017-2018學上學期

一．Teaching aims: Language goals 1.Talk about how to study.2.Find out your suitable learning methods.Ability goals 1.Words and phrases： aloud pronunciation work with friends ask the teacher for help, read aloud , look up , practice pronunciation 2.Sentence patterns How do you study English? I learn by working with a group.Do you learn English by reading aloud? Yes, I do.It helps my pronunciation.How can I read faster? You can read faster by reading word groups.二．Emotion and attidute: Developing students’ ability of learning English 三．Key points and difficulties 1.Key words and phrases 2.Questions intrduced by “how”and the sentence pattern: “by +doing ”

四．Teaching procedures: Step 1 Warming up T: How do you study English? Do you study English by the following ways?(Show some pictures and present the important phrases.)T: How do you study English? S: I study English by ______.by working with friends.by making word cards.by asking the teacher for help.by reading the textbook.by working with a group.by listening tapes.Step 2 1a Check the ways you study English.Then add other ways you sometimes study.___ a.by working with friends.___ b.by making word card.___ c.by reading the textbook.___ d.by listening to tapes ___ e.by asking the teacher for help.…

Step 3 Listening 1)Listen.How do these students study for a test? Write letters from 1a above.2)Check the answers: b(Meiping);e(Peter);d(Tony)Step 4 Guess Show some pictures.Guess: How does he/she study English? He/She studies English by…

How do they study English? They study English by… Step 5 Pairwork 1c Make conversations about how you study for a test.A: How do you study for a test? B: I study by working with a group.A: How do you study for a test? B: I study by… Step 6 Listening 2a Listen and check the questions you hear.1 ____ Does anyone learn English by watching videos? 2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes? 4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group? Answers: 1, 2, 4, 5 2b Listen again.Match each answer below with a question above.a.Yes, I have.I’ve learned a lot that way.b.Oh, yes.It really improves my speaking skills.c.I do that sometimes.I think it helps.d.No.It’s too hard to understand spoken English.Answers: d, b, c, a Step 7 Pairwork 1.2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have.I’ve learned a lot that way.Show some pictures.1)A: Do you learn English by watching movies? B: Yes, it’s a very interesting way.C: No, it’s too hard to understand spoken English.2)A: What about writing letters to a pen pal in America? B: Yes, it helps to improve my writing skills and know a lot about

America.3)A: Do you have conversations with friends in English? B: Of course, we can talk about plenty of things like school, pets, movies, and our parents.Step 8 Summary How do you study English? 1.by working with friends 2.by watching English movies.3.by making word cards.4.by reading the textbook.5.by listening to tapes.6.by asking the teacher for help.7.by reading aloud.Step9 Homework How do you study English? What about physics and Chinese? Make a list.岫巖縣紅旗中學

于永超 2018-1-8

第三篇：初三英語教學設計

初三英語教學設計

褚立艷

一、教材分析

1、本單元及本課在教材中的地位與作用。上一單元的核心教學內容是“認物”，本單元則是“認人”，這一交際項目涉及到的具體內容包括：

A．姓 名 What's his/her/its name?

B．身 份 Who's he/she/it/this/that?

C．年 齡 How old is he/she/it?

D．所在處所 Where is he/she?

二、教學目標的確立

1、知識目標

本單元選取了學生比較熟悉的“認人”場景或情景，進行具體的訓練。而本課著重體現和要掌握的是室外場景；識別人物，這些場景都是日常生活中容易涉及到“認人”，這一話題的，即說話人相互交換或了解人物的有關信息。在這一單元中有意回避了談話雙方直接詢問年齡的情景。這樣安排既是為了突出語法教學關于he/she/it的內容，也是為了適應英美人的文化禮儀習慣。

2、能力目標：培養學生聽、說、寫的能力，以說為主。

3、德育目標：通過“認人”貫輸禮貌教育。

4、情感目標：培養合作、友好的情感。

三、教學法分析

1、口語訓練

本單元的口語訓練與前一單元有相似之處。為了加強課堂教學的交際性，教師應當充分利用教材所提供的典型情景，務必使學生熟悉這些情景，進而使他們學會在日常交際中作出恰當得體的反應。在運用情景進行“認人”方面的口語訓練時，要特別重視引入情景的技巧，情景引入必須有助于刺激學生的交際動機，也就是說見到某種情景時應當產生詢問的欲望。我采用簡筆畫，與實物相結合的方法。

2、筆頭訓練

在英語教學的起始階段，口語訓練多于筆頭訓練是合理的，但每課時都應有適量的筆頭活動。為此我采用讓學生畫小人，或拿照片的方式一面認人，（口語）一面在畫面上添加必要的文字，以引起學生的注意。這樣既練了口語又練了筆頭功夫。

3、語法教學

本單元語法教學是介紹人稱代詞，he,she,it。其著重點在于運用。沒必要特意安排關于人稱代詞的語法講解及引入相關的概念。重要的是把這三個代詞用好。為此我采用的如下教學措施：

（1）用現場人物顯示代詞的特點；

（2）用句型顯示語法功能（作主語）主語用淡藍色，is用紅色，表語用淡黃色。

四、教學手段

本節課我采用了簡筆畫，實物和多媒體展示不同環境下的人物介紹，為求使學生全面掌握不同交際情況下英語交際的方式與特點。

采用五步教學法。

五、教學過程

Note:

1.Make sure students pronounce girl and bird correctly.The/ u/

sound in don't,know and old may also cause problems.2.Special attention should be paid to the difference between he

and she,and its and it's.Step 1 Revision

1.Revise the new vocabulary in Unit 4.2.Revise:What's your name? Can you spell it,please?

How old are you?

3.Revise the numbers 0-20.Teach 21.Step 2 Presentation

Draw a boy,a girl and a bird on the Bb,or use wall pictures.Point

to the boy and ask Who's this? This is David Smith.Write David Smith under the drawing.Then point to the drawing of the girl and ask Who's this?

This is Joy smith.Write Joy Smith under the drawing.Ask How old is he? He's twelve.How old is she? She's seven.Draw Polly on the Bb,and say:

This is a bird.Its name is Polly.(Write a bird on the Bb.)

Ask How old is it? I don't know.I think it's six.(Teach I don't

Know and I think by gesture if possible.If not,translate.)Pay

Particular attention to the / u/sound.Write I don't know

on the Bb and explain that n't is short for not.Also,explain

that the k in know is silent.It is NOT pronounced.Step 3 Drill

Note:Explain to the class that in English people,especially

young people,are often referred to by their first names only.Joy Smith and David Smith would usually be called Joy

And David.Get the class to ask and answer as follows:

Teacher: Joy Smith-Group 1

Group 1: How old is Joy? Teacher: Group 3.Group 3: She's seven.Teacher: David Smith-Group 4!Group 4: How old is David? Etc.David:Hello!My name is David Smith.I'm twelve.This is my Sister,Joy.She's seven.Joy:Hi!I'm Joy.The answer are 1)twelve 2)No,she's a girl 3)Joy is seven.Do Ex.2 orally in class.Now ask the same question about boys and girls in the class，And get students to do the same.Step 4 Read,ask and answer

SB Page 21,Part 1.Read Part 1 with the class.Get them to answer the questions.Say:

Look at Picture 1.Who is this?(This is Joy Smith.)How old is she?(She's seven.)Now look at Picture 2.Who's this?(He's David Smith.)How old is he?(He's twelve.)Now look at Picture 3.What's this?(It's Polly.)Yes,it's Polly.Note:Polly has a female name.It is not incorrect to refer to Polly as she but animals are usually referred to as it.For example,She's six years old would be acceptable but not likely She's Polly.As well,the question Who's that/this? Is often answered with It's…

even when the subject is a person if the sex is not relevant.This is not true,however,for any other question.For example How old is she?would never be worded How old is it?and is always answered,She's…,NEVER It's…

Step 5 Ask and answer SB Page 21,Part 2,Picture 4,Speech Cassette Lesson 17.Play the tape once.Then play it again and get the class to repeat,using the pause button.Half the class can be A and the other half B.Then change them around.Step 6 Pair practice Get the students to read the dialogues in pairs.They can continue Practicing using pictures of people they know or pointing to Their classmates.Step 7 Workbook SB Page 105,Wb Lesson 17,Exx.1-3.Ex.1 is listening comprehension.See Foreword Pages 7-8 Of the TB for advice on how to deal with listening practice.Listening text

Ex.3 can be started in class and finished after class.Homework

Revise the new words.Finish off Ex.3 in the workbook.

第四篇：初三英語教學設計

初三英語教學設計

中考英語閱讀專題復習

（二）－理解細節信息

分院附屬學校周瑞雪 2010-3

課題：細節信息理解類閱讀題專題復習

（一）教學目標：1 通過分析07，08, 09年中考英語細節信息理解類的試題，學生能夠歸納出細節信息理解類閱讀題的特點、考查形式和層次；

通過完成、分析07, 08中考題, 09年模擬試題并結合對試題特點、考查形式和層次的理解，學生能夠歸納出細節信息理解類閱讀題的解題思路和技巧；

通過對試題解題思路的分析，學生能夠明白詞匯量、閱讀策略和日常閱讀量對于解題的重要性，從而重視擴充識詞量，養成每日主動復習詞匯和做閱讀的習慣，并增強做細節信息理解類試題的信心。

教學內容：1 復習話題常規詞匯30個。有關細節信息理解—單句句意理解和多句句意理解的中考閱讀試題。教學重點：1 結合中考試題分析細節信息理解類題的考查點。學生通過完成并分析細節信息理解類閱讀題，歸納出解題思路和技巧。教學難點：句意歸納及句子間邏輯關系分析。教學手段：黑板、多媒體、粉筆、試卷等。教學步驟： 一常規認讀單詞 根據PPT，學生逐一朗讀單詞并說出單詞的中文意思。2 全班齊讀單詞一遍。二導入

1、學生通過復習上節課---獲取細節信息類閱讀題的做題方法以及做同義句match練習，閱讀試卷進入本課的學習。

Q 1：上節我們復習了中考閱讀考查的第一個層次---直接獲取細節信息，這類題有什么解題技巧呢？（Ss: 在文中找原句）

Q 2：現在我們再做一個練習，請大家把第Ⅰ欄和第Ⅱ欄的中意義相同的句子連起來。你們是找到的原句嗎？為什么這么連線呢？（Ss:）三歸納單句句意理解類閱讀題的解題思路和技巧

（一）理解單句句意類閱讀題的解題思路和技巧

Step 1 學生在3分鐘內閱讀材料(一)并完成后面的問題。

T：剛才同學們是通過理解句意找到答案的，這就是我們今天要復習的閱讀考查的第二個層次----理解細節信息。教師板書課題---理解細節信息

那么我們怎樣較好地完成這類題呢？請大家在3分鐘內閱讀材料并完成52題。Step 2 學生用手指示意答案。

Step 3 學生討論該題的解題思路和技巧。

Q1：這類題是我們前面做過的直接從文中找原句的題嗎？ Q 2：你們是怎么找到答案的？

Step 4 學生在教師的引導下重新梳理試題解題思路。What shall we do if a firework doesn’t seem to work?

If a firework doesn't seem to work, don't try to light it again.Stand back for a while and throw water over it.A.Wait and throw water over it.Stand back for a while = wait Step 5 學生運用排除法進一步確保答案正確。

閱讀步驟: 題干中尋找關鍵詞, 關注問題題干鎖定文中信息句理解單句含義,到選項中找意思相近的相同的詞確定選項

（二）歸納單句句意理解類閱讀題的解題思路和技巧 Step 1 學生閱讀材料二，并完成后面的第一個問題

（二）。T: 現在請同學們在3分鐘內完成閱讀材料二中的1題。Step 2 學生用手指示意答案。Step 3 學生討論該題的做題方法。

Step 4學生在教師引導下對試題進行分析。

分析：本段的主題句是你遇到麻煩時，如何處理，本問題前邊都在談感受，后面談解決的辦法。tell your friends how you feel同義.talk to them，listen to their explanation(解釋)同義try to find out why 本題為同義詞的解釋。

tell your friends how you feel，listen to their explanation

talk to them

try to find out why

Step 5 學生通過對所完成練習的分析，歸納單句句意理解類閱讀題的解題思路和技巧。四歸納多句句意理解類閱讀題的解題思路和技巧

（一）理解多句句意類閱讀題的解題思路和技巧

Step 1 學生在規定的時間（3分鐘）內閱讀材料二并完成后面的問題

（三）T：現在請大家繼續閱讀三，看和上一題的做題方法有何異同。Step 2 學生用手指示意答案。

Step 3 學生討論并說出該題的解題思路和技巧。

Q1：上一題，我們通過問題題干，可以從文中找到相對應的一句話，那么這次你也是通過 一句話進行判斷的嗎？（Ss：是幾句話）Q2：那么你們是怎么選出答案的呢？

Step 4學生在教師的引導下進行試題分析。

T：你是如何從這幾句話中推出答案的呢？（Ss：help）Step 5學生運用排除法進一步確保答案正確。

關注問題題干鎖定文中信息句理解單句句意確定選項

（二）歸納多句句意類閱讀題的解題思路和技巧

Step 1 學生在規定的時間（4分鐘）內閱讀材料三并完成后面的問題

（四）T：現在請大家繼續閱讀第四篇材料，完成第55題。Step 2 學生用手指示意答案。

Step 3 學生討論并說出這道題的解題思路和技巧。

Q1：上一題，我們通過對文中幾句話的理解得出了答案，那么這次呢？（Ss：是幾句話或一段話）

Q2：那么你們是怎么選出答案的呢？

Step 4學生在教師的引導下進行試題分析。T：你是如何從這幾句話中推出答案的呢？

分析： She says that the way you think is causing some of your illness.你想的方式導致疾病，study the human mind and try to explain why people behave in the way that they do,研究人類思想解釋人的行為。Think 的名詞thoughts，behave的名詞 behaviour.小節：關注問題題干鎖定文中信息句理解單句同意詞及義確定選項。五過關測試

Step 1 學生在規定的時間（10分鐘）內完成過關測試題一（見附件三）。

Step 2學生分析訂正答案。六總結閱讀能力提高策略。

積累同義，詞匯是關鍵。珍惜時間，見到就背。

潛心閱讀，耐心尋找。排除節選，方法得當。抓住認的，合理猜測。七布置作業

1、背記中考三級詞匯動詞30個。

2、完成所發細節信息理解閱讀料模擬題劃出的。附材料

細節理解信息題(二)----理解句義判斷 1.連線Ⅰ、Ⅱ欄中相同的表達

1、He is looking after his younger sister..A.She always helps others.2、Mike often goes to school by bike

B.He is taking care of his younger sister.3、She is a kind-hearted girl.C.Mike often rides a bicycle to school.2.閱讀下列材料，完成后面問題。

（一）If you live in the city that allows fireworks and you're planning a do-it-yourself celebration, follow the safety advice to protect yourself and the people watching: Make sure an adult（成人）is to be with you at all times.Don't allow little kids to play with fireworks.Always use fireworks outside with water nearby.Keep fireworks away from dry leaves and other things that can easily catch fire.Light one firework at a time.Keep the firework you're lighting well away from unlit（未點燃的）fireworks.Point fireworks away from people.If you're lighting a firework, wear eye protection and put the firework pointing up.If a firework doesn't seem to work, don't try to light（點燃）it again.Stand back for a while and throw water over it.Put all fireworks into the water before throwing them away.Keep fireworks in a cool, dry place.If someone is hurt in the eye by fireworks, don’t rub the eye.Call 999 or go to the nearest hospital.（2007年北京中考大綱卷閱讀B篇242詞）52.What shall we do if a firework doesn’t seem to work? A.Wait and throw water over it.B.Light another firework.C.Try to light it again quickly.D.Call 999 for help at once.（二）

When you’re in trouble, don’t give away your power to decide how you feel about yourself.Choose how you want to think and act(行動).Other people can’t make you unhappy or angry.They only act in their own way and then it’s up to you to decide how you will respond(回應).For example, your friends go out to lunch without you.You feel angry.How are you going to act? You may blame your friends?“They’re not kind.Who needs them anyway?” or56 you may tell your friends how you feel, listen to their explanation(解釋), and let them know you’d like to be invited next time.56.If the writer’s friends have a dinner without him, he may ________.理解細節整合文段

A.forget it and be still friendly with them B.talk to them and try to find out why

C.do the same thing to them in return

D.ask somebody else to talk to them

（三）Before he started his journey, Jeff spent 2 years practicing running and took part in many boat races.He had also traveled in the Arctic for 28 years.All of these were good for him.But trouble still happened.Jeff was seven days into his journey in the Arctic.It was dark and terribly cold(-35 ℃).In face of this terribly low temperature, he had made good progress across the ice.Suddenly, the ice broke and one of his sledges fell into the sea.Jeff needed to get it back, so he had to put his hand into the ice-covered water.50.Jeff ____ for his journey.A.bought enough food

B.practiced running

C.had a medical check

D.took a long walk

（四）It′s 2009.You feel sick, so you go to the doctor.She checks your fever, looks at your throat, and asks what you′ve been thinking about lately.When you leave, she gives you some medicine, but also a list of thinking skills that you are supposed to practice daily.55 She says that the way you think is causing some of your illness.2 Doctors and other scientists who study the human mind and try to explain why people behave in the way that they do, called psychologists, are starting to believe it.You know that your brain is connected to every part of your body through your nervous system(神經系統).Now scientists have proved that how you think and feel can have an influence on the health of your body.55.A psychologist is a person who may help you with your_____.A.illness and abilities

B.thoughts and behaviour C.mind and nervous system

D.physical activity and daily exercise 3.過關檢測

（一）A bully is a person who enjoys hurting other people.A bully can hurt people with words or by hitting them.85% of children in the UK have been bullied(欺侮)at least once.How can I tell if a person is a bully? He or she will…

try to find your weak point — perhaps you are shy, nervous or easily made worried.make fun of(取笑)you in front of your friends.borrow money then won’t pay you back.What can I do if a bully bothers(騷擾)me? Tell the bully to leave you alone.Do not be afraid to ask other people to help you, even though the bully tells you not to.Do not feel ashamed(羞愧)because you have been bullied.You have done nothing wrong!The bully should feel ashamed.Do not believe the bad things a bully says about you.What should I do if I see a bully bothering someone? Help people who are being bullied, even though you don’t know them.Be a friend to people who are bullied.Tell a teacher if you see bullying.Tell bullies to stop.Sometimes bullies are afraid, too.Why do some people become bullies? Some bullies…

have never learnt to think about other people’s feelings.don’t like themselves, so they are sad.They think they will be happy if they make another person sad.have been bullied themselves by other bullies.Can bullies change? Yes!Bullies can change when they learn to think about other people’s feelings.Sometimes bullies must be punished(懲罰)before they understand.Sometimes, bullies just need friends.（2006年北京中考閱讀B篇280詞）

54.What should you do if you see a bully bothering your friends?

A.Leave your friends alone.B.Help your friends prevent the bullying.C.Make your friends feel ashamed.D.Tell your friends they are wrong.（二）

Old friends.They finish your sentences, they remember the cat that ran away when you were twelve, and they tell you the truth when you’ve had a bad haircut.But mostly, they are always there for you, whether it’s in person or by way of the late night phone calls, through good times and bad.But as the years pass, it becomes more and more difficult to see each other, to make new memories.Luckily, my high school girlfriends and I decided long ago not to let this happen.We decided to have reunions(重聚).A few months ago, we met up for a three-day weekend in the American Southwest.We grew up together in Maine and have said for years that we should have an annual event, yet it’s often postponed or canceled due to schedule conflicts(日程安排沖突).Not this year.Four of us—two from San Francisco, one from Boston and one from Seattle-got on planes for New Mexico, where one of the gang lives and works for an art gallery.We had long talks by the pool, wonderful meals and a hike that brought the whole group to tears over the sheer(完全的)wonderment that we can be this close—twelve years after graduation—with such physical distance(距離)between us.It’s heartbreaking that we can’t spend our days together in the same neighborhood, walking the same streets, reading the same newspaper at the same coffee shop.But that’s life.Grown-up life.Life today, however, is full of doubt, full of fear.Yet it reminds(提醒)me—now, more than ever—how important it is that we stay in close touch.We may have questions about our future, but we have true faith in our past, and though this reunion of friends has come to a close, we are already drawing up plans for the next one.（2008年北京豐臺補 充統練一C篇325詞）52.Your old friends do the following things except _________.A.knowing what you are going to say.B.caring about little things about you.C.praising you even though you have had a bad haircut.D.staying with you through good times and bad times.

第五篇：初三英語教學設計 Microsoft Word 文檔

外研版初三

Module 7 Unit 1 I`m looking for the photos that you took in

Austrialia.教學設計

課題：

外研版初三Module 7 Unit 1 I`m looking for the photos that you took in Austrialia.教學設計

計劃學時：

1課時

課標分析：

《英語課程標準》要求初三學生達到五級目標：“明確自己的學習需要和目標”、“能聽懂有關熟悉話題的談話，并能從中提取信息和觀點，能就簡單的話題提供信息，表達簡單的觀點和意見，參與討論，能讀懂常見體裁的閱讀材料，能根據所給圖示或表格寫出簡單的段落或操作說明”、“能對自己的學習進行評價，總結學習方法。能利用多種教育資源進行學習”、“能從書面材料中提取信息，解決簡單的問題并描述結果”、“能與他人合作，解決問題并報告結果，共同完成學習任務。”

教學內容分析：

本節課是外語教學與研究出版社出版的義務教育課程標準初中英語初三Module 7 Unit 1《 I`m looking for the photos that you took in Austrialia》第一板塊：Listening and Vocabulary的內容。內容圍繞一篇兒子和父親談論澳大利亞所拍的照片進行的討論，并展開聽、說、讀、寫訓練。本單元作為整個模塊的基礎環節，重點是在聽、說、讀、寫訓練中對新單詞、新短語、新語法的學習掌握上，為后續的英語學習作好準備。

學生分析：

初三學生已經積蓄了一定的英語知識與能力，因此，我利用本單元內容開展適當的聽、說、讀、寫訓練活動，以運用知識提高能力；初三學生已具備了一定的自學能力，課上我盡可能多地把時間留給學生自學，我少講，以培養學生自主探究學習的能力。

初三的學生對英語的厭學情緒更嚴重了，因此，我在課件制作和活動設置上，努力做到生動、形象、充滿趣味。學生的英語綜合語言運用能力參差不齊，需通過學生的合作學習來互相幫助提高。

教學目標：

①語言知識目標：掌握本單元的詞匯、句型和that引導的定語從句的用法。②語言技能目標：能對關于澳大利亞的材料進行聽說、讀、寫的訓練，以提高聽、說讀、寫的能力。

③學習策略：能進行自主學習和合作學習。

④文化意識和情感態度目標：通過對澳大利亞風土人情的介紹，激發學生熱愛生活、熱愛自然的熱情，并增加學生學習英語的興趣。教學重點、難點及解決措施：

教學重點：英語新課程標準說，英語教學的任務是培養學生聽、說、讀、寫的綜合語言運用能力，因此，本單元教學重點是利用本單元內容進行聽、說、讀、寫的訓練，以提高學生的綜合語言運用能力。

教學難點：本單元難點是：that引導的定語從句的用法。

難點的解決措施是，先把本單元關于that定語從句的句子找出并集中話一起，讓學生自己思考其用法，并展示各自對其用法的理解總結，然后再出示that從句的用法，做到“不憤不啟，不悱不發”，讓學生運用that定語從句，舉例造句，以掌握其用法。

教學手段：

學生在教師的引導下進行學習活動，以聽、讀獲取課文信息，教師以口頭和課件展示給學生以指令，讓學生的說、寫的方式回答問題，教師用課件展示正確答案，讓學生核對。

教學方法：

1、講授法：講授法是教學中不可缺少的教法，這時學生要認真傾聽、思考，但我會恰當少量使用，不能用成滿堂灌。

2、學生自主學習法：這種方法讓學生自己去探究學習，主要突出了學生的主體地位，這是教學的主要方法。

3、任務型教學法：讓學生運用語言來完成各種各樣的交際活動，在完成任務的過程中提高綜合語言運用能力。

4、小組合作學習法：這種方法是現在教學方法中最流行的方法，讓學生在合作交流互助中，提高合作能力和語言運用能力。

5、電教輔助教學法：利用生動形象有趣的多媒體課件，讓學生在聽、看中感知語言，既提高了學習效率，又增強了學生的學習興趣。

6、實踐法：既讓學生進行充分的聽、說、讀、寫的活動。

教學設計思路和時間分配

本課的設計內容主要分為七大部分：

1、導入：（1分鐘）通過詢問學生曾去何地旅游，并介紹旅游地引入本課。

2、出示目標：（1分鐘）讓學生清楚明了本課的目標任務，以讓學生有的放矢地進行本課學生活動。

3、看圖說話：（4分鐘）用課件出示課本圖片，學生看圖片回答問題，讓各小組爭搶回答問題，激發學生競爭意識，培養學生學習積極性。

4、聽力熱身：（2分鐘）讓學生聽錄音，核對學生剛才回答的問題，并練習聽力。

5、聽力閱讀：（7分鐘）

①學生合上課本，觀看課件上動畫，聽對話，然后根據聽看所理解內容填寫表格，小組爭搶回答問題。②再聽，核對答案。

6、講讀課文：（11分鐘）

①教師播放錄音(無動畫)，學生打開課本，看對話，聽讀課文。②學生兩人一組分角色朗讀對話，同時找出文中知識點和難點。③教師鼓勵學生自己講解找到的重點，老師點評、補充。④學生回答活動五問題，進一步加深對教材的理解。

7、難點突破：（12分鐘）①學生說出本課難點。

②出示含定語從句的句子，學生自己探究其意義、用法。學生說出自己的理解。

③教師舉例講解定語從句。

④學生用剛學的定語從句完成活動6。

8、達標測試：（4分鐘）檢測，并由學生講解檢測題，老師補充；統計學生達標情況。

9、作業：（1分鐘）完成本單元基礎訓練，鞏固所學。

機動時間：（2分鐘）

教學用具：

多媒體課件

組織形式：

班級授課制

教學步驟：

一、教學目標：

①語言知識目標：掌握本單元的詞匯、句型和that引導的定語從句的用法。②語言技能目標：能對關于澳大利亞的材料進行聽說、讀、寫的訓練，以提高聽、說讀、寫的能力。

③學習策略：能進行自主學習和合作學習。

④文化意識和情感態度目標：通過對澳大利亞風土人情的介紹，激發學生熱愛生活、熱愛自然的熱情，并增加學生學習英語的興趣。

二、教學重點、難點及解決措施：

教學重點：英語新課程標準說，英語教學的任務是培養學生聽、說、讀、寫的綜合語言運用能力，因此，本單元教學重點是利用本單元內容進行聽、說、讀、寫的訓練，以提高學生的綜合語言運用能力。

教學難點：本單元難點是：that引導的定語從句的用法。

三、教學用具：

多媒體課件

四、教學過程

Stepl：導入：

通過詢問學生曾去何地旅游，并介紹旅游地引入本課。

1、class begins!Stand up!Good morning ,everyone.Good morning , Mr Feng.How are you? I’m fine , and you?I’m fine ,too.Sit down ,please.Thank you.2、T:Do you like traveling? Ss:Yes.T:Where have you been? Ss: T:Can you say anything about the city you have travelled? S1: S2: T:OK,very good!Today we are going to travel to a beautiful place ,Australia.We will learn Module 7 Unit 1 I`m looking for the photos that you took in Austrialia.（師生間以一種愉快的氣氛談論曾經旅游過的地方，教師鼓勵學生積極發言，并進行總結，從而自然導入有關澳大利亞的主題。）

Step2:出示目標：

讓學生清楚明了本課的目標任務，以讓學生有的放矢地進行本課學習活動。First ,let`s look at the learning aims.Who can read them loudly.OK please.Thank you,go back,please.Are you clear? OK,you are very clever!Step3:看圖說話：

教師通過呈現有關澳大利亞的圖片，請學生以小組為單位嘗試描述這些幅圖片，并用所給動詞回答活動1的問題。

Now please look at the photos.Do you know Where are they? Ss answer: They are in Austrialia.S answer what are they.Work in pairs.Please describe the pictures you see and discuss the questions in Activity 1 Which group can ask and answer them? Well done!（激發學生競爭意識，培養學生學習積極性。練習學生口頭和書面表達能力）Step4: 聽力熱身：

1、教師放錄音，學生聽完一遍后，讓學生說出他們所聽到的詞句。Let`s listen to the tape about the questions.Who can say what you listened? Ss answer Excellent!

2、再聽一遍，學生深入理解文意，核對活動——問題答案。Now Listen again and check your answers to the questions.Let`s look at the answers.Right or wrong? OK, Wonderful!（核對學生剛才回答的問題答案，并練習聽力）Step5:聽力閱讀：

1、學生合上課本，觀看課件上動畫，聽活動3對話。教師鼓勵學生踴躍發言主，說出他們所理解的內容。

Now close your books.Please look at here and listen to understand more.What are they talking about?

2、再看動畫，聽對話，深入理解對話，完成活動4表格。Good ,Now let`s listen again and try to do Activity 4.Please do it.Which group can answer them? OK!Now Listen again and check your answers to Activity 4.Right or wrong? You are exerllent.Step6:講讀課文：

1、教師播放錄音(無動畫)，學生打開課本，看對話，聽讀課文。

Now open your books.Let`s look at the dialogue and listen to the tape for pronuciation.2、學生兩人一組分角色朗讀對話，同時找出文中知識點和難點。

Please read the dialogue loudly in pairs and find out the key points and difficult points.3、教師鼓勵學生自己講解找到的重點，老師點評、補充。Which group want to show your key points? Ss show their key points Do you understand?

OK, now please remember them ,then I`ll asd someone to repeat them.Ask someone to repeat.4、學生回答活動五問題，進一步加深對教材的理解。Now please do Activity 5.OK? Which group can ask and answer them? Ss answer Let`s look at the answers.Right or wrong? I`m proud of you.Step7: 難點突破：

1、學生說出本課難點。What `s your difficut points? Ss answer “that引導的定語從句”

2、出示含定語從句的句子，學生自己探究其意義、用法。學生說出自己的理解。Please study the sentences then show your ideas.Who can show your ideas? Ss answer

3、教師舉例講解定語從句。

Let`s learn the attributive clause.Please look at here Let`s look at the example ,please answer them.What`s the antecedent? What`s the relative pronoun? What`s the attributive clause? Ss listen and answer.Who can give an example?

4、學生用剛學的定語從句完成活動6。Let`s do Activity6.Who can answer them? Ss answer Let`s look at the answers.Right or wrong? Good job.Step8:達標測試：

檢測，并由學生講解檢測題，老師補充；統計學生達標情況。Let`s have a test.Who can answer and explain them? Ss answer and explain them one by one.Please check your answers.If your answers are all right ,hands up,please.OK,hands down please.Well done.I`m glad you studied well！!I hope you`ll per sist in your efforts.Step9:作業：（1分鐘）

Let`s look at our homework:Finish workbook

教學反思：

1、本節課取得了良好的教學效果，完成了教學目標，培養了學生的綜合語言運用能力。

①教學的導入環節、動畫聽力練習提高了同學們對英語的學習興趣。②聽錄音環節、動畫聽力練習了學生聽英語的能力，③讀課文答問題環節訓練了學生讀、寫、說的能力、合作學習的能力。④教材精學環節培養了學生自學的能力。

2、本節課也有不足之處，本節課對于英語基礎差的同學來說較難，因此在以后教學中我要注意照顧英語后進生，為各個層次的學生都設計出適合于他們的教學環節，以促進全體學生的進步。